Timeline and Map Criteria

Topic Timelines Maps (geography) brainstorming Chronology (order) time, Spatial concepts, distance, elevations, absolute or relative time, even boundaries (natural and man-made), increments (e.g. 10 years ), landforms (physical features), may have a specific point of universal symbols (colors, city etc, view or topic, therefore there railroad, airport), maps have points of may be gaps, events, people, view e.g. regional, land use, inventions, holidays (re- population, historical , climate, occurring events), words, resources, bird’s eye view, parts of a symbols, pictures, illustrations, map (legend, scale, compass, title— deal with bunched items, tells purpose or point of view of the simultaneous timelines map, date of publication), concepts: (matrix, multiple categories) place, location, human-environment interaction, movement and regions

Need to read and interpret different kinds of maps and they need to be able to construct maps K several ways of measuring Birds eye view, their environment time several ways of (the room, school) it represents a real measuring time (all relative, place, (not abstract), real not absolute time) Mainly representations (stickers—food for pictures, and illustrations. cafeteria, ball for playground etc) Have a title for map, color key (water, fields. mountains. Introduce size (rivers, lakes, oceans), make 3 dimensional “maps” -neighborhood with boxes. 1-2 several ways of measuring Introduce size (rivers, lakes, oceans), time several ways of make 3 dimensional “maps” measuring time, changing -neighborhood with boxes., move out neighborhood (all relative, not scope (e.g. community, region), absolute time), begin relational begin to teach directions, one at a timelines (grandparents time and in relation to the sun and compared to parents compared time of day (NSEW), simple legend, to me), very simple simple universal symbols, compare globe contrasts (our classroom with and maps, relief and flat maps, collect some additions of world or city all kinds of maps (DisneyLand, events.) Much more focused Marine World etc.) on people. (Long ago: long, Identify land masses (continents) by long ago etc. or grandmother shape and characteristics, know major time ago) Mainly pictures, and landforms illustrations 3-4 Maybe famous people (still Different types of maps (physical and people but not people we political boundaries), introducing man know), include events made things, create a legend with (pictures or real items), use universal and special symbols, make literature (e.g. House on Maple flat and three dimensional maps, Street), other groups of people begin to look at historical maps, (Native Americans, other compare different types of maps, community groups, begin to introduce scale (fewer details vs more introduce absolute time (400 details), different uses of maps years ago, or no televsion ago, (different professions use maps—use horse and buggy time; starting newspapers, ), personal maps, to identify eras (e.g. gold rush, direction down, orient map to North, missions etc.) Will have identify and construct a compass, use pictures and illustrations, literature for maps, using more introduce symbols and depend complex symbols (city size, capitals, somewhat on words river size etc.) Worked with State maps as well as local. Contrast with U.S. and world maps Use a grid for location 5-6 Absolute time, historical time Construct U.S. and World maps. periods, contrasted with one Different points of view. Identify and another, attention to events, use different types of maps: people, depicting continuous historical, population, resource, historical events, multiple landforms, use as data to analyze categories (matrix), pictures, changes over time (contrast a map of illustrations, more dependent ancient Rome with present day on symbols and more Rome) include explorer routes (water dependent on words, more as well as land). Read and use an individualization and student atlas input on their own constructed Introduce latitude and longitude as a timelines. basis for location of the globe. Introduce the idea that flat maps are distortions of the globe.